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Fred Delventhal

We've Looked at Clouds From Both Sides Now - washingtonpost.com - 0 views

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    Take from this what you will. In any case, both candidates would do well to watch what they say on the Interwebs: Every word counts.
Clif Mims

SnapCasa - 0 views

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    SnapCasa is a free website screenshot generator. Free thumbnails are available in four sizes, do not include any watermarks or ads, and there are no limits on usage.
Allison Kipta

State of the Art - In Sync to Pierce the Cloud - NYTimes.com - 0 views

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    "Everyday consumers are doing cloud computing, too, maybe without even realizing it. When you use an Internet-based backup service, or Google's online word processor or spreadsheet, or a Gmail or Yahoo mail account, you're working with data on a secure Internet server somewhere - not on your hard drive."
Michael Richards

How To Blog: A Beginner's Blog Publishing Guide - Robin Good's Latest News - 0 views

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    This how to guide takes a person through the steps in getting a blog started with a purpose and not just because it sounds like something I should do.
Fred Delventhal

SiteUp Networks - 0 views

  • If you do not have a web site or do not know what 'HTML' is, the Encoder will not be useful to you.
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    The Encoder will format your E-mail address in a way that IS NOT readable by any E-mail extractor or search engine.
Jennifer Maddrell

MyStudiyo Templates - Create a quiz to embed on your site/blog in just minutes! - 0 views

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    napolib: FREE do-it-yourself quiz templates Fresh content to reinvigorate your site Content tailored to visitor's interests Quick and fun to create
Jennifer Maddrell

incorporated subversion - education, media, community » Blog Archive » And th... - 0 views

  • Today I handed in my notice at The Age and come July 1st I’ll be working 100% for myself, the majority of the time on Edublogs and the rest doing consultancy, speaking, design & development for education, media and community projects.
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    "Today I handed in my notice at The Age and come July 1st I'll be working 100% for myself, the majority of the time on Edublogs and the rest doing consultancy, speaking, design & development for education, media and community projects."
edtechtalk

technology » web_20 - 0 views

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edtechtalk

Amazon invests in Wikia - 0 views

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edtechtalk

Kassblog » Sakai, Moodle, and ATutor Challenge Blackboard Patents - 1 views

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edtechtalk

Deploying social software in learning and teaching environments » SlideShare - 1 views

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edtechtalk

Wikijunior - Wikibooks, collection of open-content textbooks - 0 views

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edtechtalk

Sunbird 0.3 Release Notes - 1 views

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edtechtalk

Hakia Search Engine Corporate Site - 1 views

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Jeremy Price

Social Network Sites: Public, Private, or What? : The Knowledge Tree - 0 views

  • Social network sites are the latest generation of ‘mediated publics’ - environments where people can gather publicly through mediating technology.
  • Persistence. What you say sticks around.
    • Jeremy Price
       
      Interesting.
  • Searchability.
  • ...19 more annotations...
  • Invisible audiences. While it is common to face strangers in public life, our eyes provide a good sense of who can overhear our expressions. In mediated publics, not only are lurkers invisible, but persistence, searchability, and replicability introduce audiences that were never present at the time when the expression was created.
  • Replicability. Digital bits are copyable; this means that you can copy a conversation from one place and paste it into another place.
  • Context is only one complication of this architecture. Another complication has to do with scale. When we speak without amplification, our voice only carries so far. Much to the dismay of fame-seekers, just because the Internet has the potential to reach millions, the reality is that most people are heard by very few.
  • The lack of context is precisely why the imagined audience of Friends is key. It is impossible to speak to all people across all space and all time. It’s much easier to imagine who you are speaking to and direct your energies towards them, even if your actual audience is quite different.
  • two audiences cause participants the greatest headaches: those who hold power over them and those that want to prey on them.
  • Some try to resumé-ify their profiles, putting on a public face intended for those who hold power over them. While this is typically the adult-approved approach, this is unrealistic for most teens who prioritise socialisation over adult acceptance.
  • Recognise that youth want to hang out with their friends in youth space.
  • When asked, all youth know that anyone could access their profiles online. Yet, the most common response I receive is “…but why would they?”
  • The Internet mirrors and magnifies all aspects of social life.
    • Jeremy Price
       
      Consistent with capturing/recording interactions in general.
  • When a teen is engaged in risky behaviour online, that is typically a sign that they’re engaged in risky behaviour offline.
  • technology makes it easier to find those who are seeking attention than those who are not.
  • Questions abound. There are no truths, only conversations.
  • They can posit moral conundrums, show how mediated publics differ from unmediated ones, invite youth to consider the potential consequences of their actions, and otherwise educate through conversation instead of the assertion of power.
  • group settings are ideal for engaging youth to consider their relationship with social technologies and mediated publics
  • Internet safety is on the tip of most educators’ tongues, but much of what needs to be discussed goes beyond safety. It is about setting norms and considering how different actions will be interpreted.
  • Create a profile on whatever sites are popular in your school.
  • Keep your profile public and responsible, but not lame.
  • Do not go surfing for your students, but if they invite you to be Friends, say yes. This is a sign that they respect you.
  • The more present you are, the more opportunity you have to influence the norms.
anonymous

People remember 10%, 20%...Oh Really? - 0 views

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    People do NOT remember 10% of what they read, 20% of what they see, 30% of what they hear, etc. That information, and similar pronouncements are fraudulent. Moreover, general statements on the effectiveness of learning methods are not credible---learning results depend on too many variables to enable such precision. Unfortunately, this bogus information has been floating around our field for decades, crafted by many different authors and presented in many different configurations, including bastardizations of Dale's Cone. The rest of this article offers more detail.
Ulrich Schrader

Your lecture might be just a few clicks away | Ulrich Schrader's Website - 0 views

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    Sorry for self promotion. I try to collect portals that offer videos of lectures. I set up an open google form to do so. The lightpost universities are easy to find. Do you know any other? Thanks for your help! Ulrich
J Black

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • ...6 more annotations...
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
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    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
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